Althea Gibson - Biography of Tennis Pioneer

Althea Gibson - Biography of Tennis Pioneer Tennis, which first came to the United States in the late 19th century, by the middle of the 20th century had become part of a culture of health and fitness. Public programs brought tennis to children in poor neighborhoods, though those children couldnt dream of playing in the elite tennis clubs. Dates:  August 25, 1927 - September 28, 2003 Early Life One young girl named Althea Gibson lived in Harlem in the 1930s and 1940s. Her family was on welfare. She was a client of the Society for Prevention of Cruelty to Children. She had trouble in school and was often truant. She ran away from home frequently. . She also played paddle tennis in public recreation programs. Her talent and interest in the game led her to win tournaments sponsored by the Police Athletic Leagues and the Parks Department. Musician Buddy Walker noticed her playing table tennis  and thought she might do well in tennis. He brought her to the Harlem River Tennis Courts, where she learned the game and began to excel. A Rising Star The young Althea Gibson became a member of the Harlem Cosmopolitan Tennis Club, a club for African American players, through donations raised for her membership and lessons. By 1942 Gibson had won the girls singles event at the American Tennis Associations New York State Tournament. The American Tennis Association - ATA - was an all-black organization, providing tournament opportunities not otherwise available to African American tennis players. In 1944 and 1945 she again won ATA tournaments. Then Gibson was offered an opportunity to develop her talents more fully: a wealthy South Carolina businessman opened his home to her and supported her in attending an industrial high school  while studying tennis privately. From 1950, she furthered her education, attending Florida AM University, where she graduated in 1953. Then, in 1953, she became an athletic instructor at Lincoln University in Jefferson City, Missouri. Gibson won the ATA womens singles tournament ten years in a row, 1947 through 1956. But tennis tournaments outside the ATA remained closed to her, until 1950. In that year white tennis player Alice Marble wrote an article in American Lawn Tennis magazine, noting that this excellent player was not able to participate in the better-known championships, for no reason other than bigotry. And so later that year, Althea Gibson entered the Forest Hills, New York, national grass court championship, the first African-American player of either sex to be allowed to enter. Gibson Takes on Wimbledon Gibson then became the first African-American invited to enter the all-England tournament at Wimbledon, playing there in 1951. She entered other tournaments  though at first winning only minor titles outside the ATA. In 1956, she won the French Open. In the same year, she toured worldwide as a member of a national tennis team supported by the U.S. State Department. She began winning more tournaments, including at the Wimbledon womens doubles. In 1957, she won the womens singles and doubles at Wimbledon. In celebration of this American win and her achievement as an African American New York City greeted her with a ticker tape parade. Gibson followed up with a win at Forest Hills in the womens singles tournament. Turning Pro In 1958, she again won both Wimbledon titles and repeated the Forest Hills womens singles win. Her autobiography, I Always Wanted to Be Somebody, came out in 1958. In 1959 she turned pro, winning the womens professional singles title in 1960. She also began playing professional womens golf and she appeared in several films. Althea Gibson served from 1973 on in various national and New Jersey positions in tennis and recreation. Among her honors: 1971 - National Lawn Tennis Hall of Fame1971 - International Tennis Hall of Fame1974 - Black Athletes Hall of Fame1983 - South Carolina Hall of Fame1984 - Florida Sports Hall of Fame In the mid-1990s, Althea Gibson suffered from serious health problems including a stroke, and also struggled financially though many efforts at fund-raising helped ease that burden. She died on Sunday, September 28, 2003, but not before she knew of the tennis victories of Serena and Venus Williams. A Lasting Legacy Other African American tennis players like Arthur Ashe and the Williams sisters followed Gibson, though not quickly. Althea Gibsons achievement was unique, as the first African American of either sex to break the color bar in national and international tournament tennis at a time when prejudice and racism were far more pervasive in society and sports.

The 28 Critical SAT Math Formulas You MUST Know

The 28 Critical SAT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The SAT math test is unlike any math test you’ve taken before. It’s designed to take concepts you’re used to and make you apply them in new (and often strange) ways. It’s tricky, but with attention to detail and knowledge of the basic formulas and concepts covered by the test, you can improve your score. So what formulas do you need to have memorized for the SAT math section before the day of the test? In this complete guide, I'll cover every critical formula you MUST know before you sit down for the test. I'll also explain them in case you need to jog your memory about how a formula works. If you understand every formula in this list, you'll save yourself valuable time on the test and probably get a few extra questions correct. Formulas Given on the SAT, Explained This is exactly what you'll see at the beginning of both math sections (the calculator and no calculator section). It can be easy to look right past it, so familiarize yourself with the formulas now to avoid wasting time on test day. You are given 12 formulas on the test itself and three geometry laws. It can be helpful and save you time and effort to memorize the given formulas, but it is ultimately unnecessary, as they are given on every SAT math section. You are only given geometry formulas, so prioritize memorizing your algebra and trigonometry formulas before test day (we'll cover these in the next section). You should focus most of your study effort on algebra anyways, because geometry has been de-emphasized on the new SAT and now makes up just 10% (or less) of the questions on each test. Nonetheless, you do need to know what the given geometry formulas mean. The explanations of those formulas are as follows: Area of a Circle $$A=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the SAT, be written as 3.14 (or 3.14159) r is the radius of the circle (any line drawn from the center point straight to the edge of the circle) Circumference of a Circle $C=2Ï€r$ (or $C=Ï€d$) d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Area of a Rectangle $$A = lw$$ l is the length of the rectangle w is the width of the rectangle Area of a Triangle $$A = 1/2bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle In a right triangle, the height is the same as a side of the 90-degree angle. For non-right triangles, the height will drop down through the interior of the triangle, as shown above. The Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle). Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90-degree angle and two 45 degree angles. The side lengths are determined by the formula: $x$, $x$, $x√2$, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides *$√2$. E.g., An isosceles right triangle may have side lengths of $12$, $12$, and $12√2$. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of the triangle's three angles. The side lengths are determined by the formula: $x$, $x√3$, and $2x$ The side opposite 30 degrees is the smallest, with a measurement of $x$. The side opposite 60 degrees is the middle length, with a measurement of $x√3$. The side opposite 90 degree is the hypotenuse (longest side), with a length of $2x$. For example, a 30-60-90 triangle may have side lengths of $5$, $5√3$, and $10$. Volume of a Rectangular Solid $$V = lwh$$ l is the length of one of the sides. h is the height of the figure. w is the width of one of the sides. Volume of a Cylinder $$V=Ï€r^2h$$ $r$ is the radius of the circular side of the cylinder. $h$ is the height of the cylinder. Volume of a Sphere $$V=(4/3)Ï€r^3$$ $r$ is the radius of the sphere. Volume of a Cone $$V=(1/3)Ï€r^2h$$ $r$ is the radius of the circular side of the cone. $h$ is the height of the pointed part of the cone (as measured from the center of the circular part of the cone). Volume of a Pyramid $$V=(1/3)lwh$$ $l$ is the length of one of the edges of the rectangular part of the pyramid. $h$ is the height of the figure at its peak (as measured from the center of the rectangular part of the pyramid). $w$ is the width of one of the edges of the rectangular part of the pyramid. Law: the number of degrees in a circle is 360 Law: the number of radians in a circle is $2Ï€$ Law: the number of degrees in a triangle is 180 Gear up that brain because here come the formulas you have to memorize. Formulas Not Given on the Test For most of the formulas on this list, you'll simply need to buckle down and memorize them (sorry). Some of them, however, can be useful to know but are ultimately unnecessary to memorize, as their results can be calculated via other means. (It's still useful to know these, though, so treat them seriously). We've broken the list into "Need to Know" and "Good to Know," depending on if you are a formula-loving test taker or a fewer-formulas-the-better kind of test taker. Slopes and Graphs Need to Know Slope formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ The slope of a line is the ${\rise (\vertical \change)}/ {\run (\horizontal \change)}$. How to write the equation of a line The equation of a line is written as: $$y = mx + b$$ If you get an equation that is NOT in this form (ex. $mx-y = b$), then re-write it into this format! It is very common for the SAT to give you an equation in a different form and then ask you about whether the slope and intercept are positive or negative. If you don’t re-write the equation into $y = mx + b$, and incorrectly interpret what the slope or intercept is, you will get this question wrong. m is the slope of the line. b is the y-intercept (the point where the line hits the y-axis). If the line passes through the origin $(0,0)$, the line is written as $y = mx$. Good to Know Midpoint formula Given two points, $A (x_1, y_1)$, $B (x_2, y_2)$, find the midpoint of the line that connects them: $$({(x_1 + x_2)}/2, {(y_1 + y_2)}/2)$$ Distance formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the distance between them: $$√[(x_2 - x_1)^2 + (y_2 - y_1)^2]$$ You don’t need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the Pythagorean Theorem. Circles Good to Know Length of an arc Given a radius and a degree measure of an arc from the center, find the length of the arc Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360) $$L_{\arc} = (2Ï€r)({\degree \measure \center \of \arc}/360)$$ E.g., A 60 degree arc is $1/6$ of the total circumference because $60/360 = 1/6$ Area of an arc sector Given a radius and a degree measure of an arc from the center, find the area of the arc sector Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle $$A_{\arc \sector} = (Ï€r^2)({\degree \measure \center \of \arc}/360)$$ An alternative to memorizing the â€Å"formula† is just to stop and think about arc circumferences and arc areas logically. You know the formulas for the area and circumference of a circle (because they are in your given equation box on the test). You know how many degrees are in a circle (because it is in your given equation box on the text). Now put the two together: If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Algebra Need to Know Quadratic equation Given a polynomial in the form of $ax^2+bx+c$, solve for x. $$x={-b ±Ã¢Ë†Å¡{b^2-4ac}}/{2a}$$ Simply plug the numbers in and solve for x! Some of the polynomials you'll come across on the SAT are easy to factor (e.g. $x^2+3x+2$, $4x^2-1$, $x^2-5x+6$, etc), but some of them will be more difficult to factor and be near-impossible to get with simple trial-and-error mental math. In these cases, the quadratic equation is your friend. Make sure you don't forget to do two different equations for each polynomial: one that's $x={-b+√{b^2-4ac}}/{2a}$ and one that's $x={-b-√{b^2-4ac}}/{2a}$. Note: If you know how to complete the square, then you don't need to memorize the quadratic equation. However, if you're not completely comfortable with completing the square, then it's relatively easy to memorize the quadratic formula and have it ready. I recommend memorizing it to the tune of either "Pop Goes the Weasel" or "Row, Row, Row Your Boat". Averages Need to Know The average is the same thing as the mean Find the average/mean of a set of numbers/terms $$\Mean = {\sum \of \the \terms}/{\number \of \different \terms}$$ Find the average speed $$\Speed = {\total \distance}/{\total \time}$$ Probabilities Need to Know Probability is a representation of the odds of something happening. $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ Good to Know A probability of 1 is guaranteed to happen. A probability of 0 will never happen. Percentages Need to Know Find x percent of a given number n. $$n(x/100)$$ Find out what percent a number n is of another number m. $$(n100)/m$$ Find out what number n is x percent of. $$(n100)/x$$ Trigonometry Trigonometry is a new addition to the new 2016 SAT math section. Though it makes up less than 5% of math questions, you won't be able to answer the trigonometry questions without knowing the following formulas. Need to Know Find the sine of an angle given the measures of the sides of the triangle. $sin(x)$= Measure of the opposite side to the angle / Measure of the hypotenuse In the figure above, the sine of the labeled angle would be $a/h$. Find the cosine of an angle given the measures of the sides of the triangle. $cos(x)$= Measure of the adjacent side to the angle / Measure of the hypotenuse In the figure above, the cosine of the labeled angle would be $b/h$. Find the tangent of an angle given the measures of the sides of the triangle. $tan(x)$= Measure of the opposite side to the angle / Measure of the adjacent side to the angle In the figure above, the tangent of the labeled angle would be $a/b$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent SAT Math: Beyond the Formulas Though these are all the formulas you’ll need (the ones you’re given as well as the ones you need to memorize), this list doesn't cover every aspect of SAT Math.You’ll also need to understand how to factor equations, how to manipulate and solve for absolute values, and how to manipulate and use exponents, and much more. These topics are all covered here. Another important thing to remember is that while memorizing the formulas in this article that aren't given to you on the test is important, knowing this list of formulas doesn't mean you're all set for SAT Math. You also need to practice applying these formulas to answer questions, so that you know when it makes sense to use them. For instance, if you're asked to calculate how likely it is that a white marble would be drawn from a jar that contains three white marbles and four black marbles, it's easy enough to realize you need to take this probability formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ and use it to find the answer: $\text"Probability of a white marble" = {\text"number of white marbles"}/{\text"total number of marbles"}$ $\text"Probability of a white marble" = 3/7$ On the SAT math section, however, you will also run into more complex probability questions like this one: Dreams Recalled During One Week None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 The data in the table above were produced by a sleep researcher studying the number of dreams people recall when asked to record their dreams for one week. Group X consisted of 100 people who observed early bedtimes, and Group Y consisted of 100 people who observed later bedtimes. If a person is chosen at random from those who recalled at least 1 dream, what is the probability that the person belonged to Group Y? A) $68/100$ B) $79/100$ C) $79/164$ D) $164/200$ There's a lot of information to synthesize in that question: a table of data, a two-sentence long explanation of the table, and then, finally, what you need to solve for. If you haven't practiced these kinds of problems, you won't necessarily realize that you'll need that probability formula you memorized, and it might take you a few minutes of fumbling through the table and racking your brain to figure out how to get the answer- minutes that you now can't use on other problems in the section or to check your work. If you have practiced these kinds of questions, however, you'll be able to quickly and effectively deploy that memorized probability formula and solve the problem: This is a probability question, so I'll probably (ha) need to use this formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ OK, so the number of desired outcomes is anyone in Group Y who remembered at least one dream. That's these bolded cells: None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 And then the total number of possible outcomes is all people who recalled at least one dream. To get that, I have to subtract the number of people who didn't recall at least one dream (36) from the total number of people (200). Now I'll plug it all back into the equation: $\text"Probability of an outcome" = {11+68}/{200-36}$ $\text"Probability of an outcome" = {79}/{164}$ The correct answer is C) $79/164$ The takeaway from this example: once you've memorized these SAT math formulas, you need to learn when and how to use them by drilling yourself on practice questions. What's Next? Now that you know the critical formulas for the SAT, it might be time to check out the complete list of SAT math knowledge and know-how you'll need before test day. And for those of you with particularly lofty score goals, check out our article on How to an 800 on the SAT Math by a perfect SAT-Scorer. Currently scoring in the mid-range on math? Look no further than our article on how to improve your score if you're currently scoring below the 600 range. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Cutting edge technology that involves thermodynamics or thermodynamics Research Paper

Cutting edge technology that involves thermodynamics or thermodynamics processes - Research Paper Example Thermodynamic process is the energetic development of a thermodynamic system, proceeding from an initial state to a final state. Advances in hot water systems and solar is a combination of thermodynamic processes, employing cutting edge technology to deliver. A thermodynamic process is not an isolated one permitted to undergo spontaneous changes, because this will bring disorder. A hot water and solar panels system employs thermodynamic law of equilibrium, and maintains temperatures in a state of equilibrium. In solar panels, the process happens infinitely, through a series of sequence. Hot water systems thermodynamics involve transfer of energy as work of heat, through which particles are insulated from the environment to maintain the particles in a constant impermeable state, by which thermodynamic heat is generated before the system closes (http://www.scienceclarified.com/everyday/Real-Life-Physics-Vol-2/Thermodynamics-Real-life-applications.html). Thermodynamic processes are an extension of thermodynamics cycles, through which heat collision in form of permeable particles produces energy. As observed in solar panel systems and hot water systems, thermodynamic molecular forces do not act in isolation in cutting-edge technology to produce result. They are supplemented with electrical currents and weak interaction s with that determines thermodynamic properties. Laws of thermodynamics are an exploration of the relationship between heat and energy. Thermodynamics processes employ heat transfer in all its forms, that is, conduction, convention, and radiation. Cooling machines uses heat in reverse process by which particles are heated. Through the radiation sequence in thermodynamics, refrigerator pulls heater from its inner compartments and transfers it to outer region. This is the science behind the warmth felt at the back of a

Paul Steinbergs Speak You Also against Primo Levis rendition of Henri Essay

Paul Steinbergs Speak You Also against Primo Levis rendition of Henri in Survival in Auschwitz - Essay Example Such connotations make 'Holocaust' a problematic term for the devastation it names. The word's religious implications seem inappropriate, even repulsive, to many people, including many Jews. It is quite surprising that Holocaust still remains the most widely used term for the horrendous crimes committed on a race in an attempt to uproot it from the face of the earth. The philosopher Emile Fackenheim has pointed out that the Holocaust offers a unique challenge of comprehensibility. He says that the Holocaust was not a war because the victims had no power and were a threat to the Third Reich only in the Nazi mind. It was a war not directed by passions but conceived by a plan and executed with methodical care and stripped of all passion. The Holocaust was not a war crime because it was not based on any ideology but the 'ideal' of punishing the Jews for their crime, the 'crime of existence'. The punishment was for 'being' and not for 'doing'. Fackenheim says that the "Holocaust is not a parochial event. It is world-historical." There were many countries which welcomed, at least clandestinely, the policies of Hitler towards immigrants. Thus the philosopher in his foreword to Yehuda Bauer's The Jewish Emergence from Powerlessness (Toronto, University Press, 1979) lists how this eminently forgettable event continues to haunt a diffident mankind. How did the Holocaust happen an... e 1986 Nobel Peace Prize, has rightly said of Birkenau, one of the major killing ares of Auschwitz: "Traditional ideas and acquired values, philosophical systems and social theories - all must be revised in the shadow of Birkenau." This observation is startlingly true. Holocaust was a state-sponsored program of population elimination made possible by modern technology and political will. As Nazi Germany became a genocidal state, its anti-Semitic racism required a destructive process that needed and got the cooperation of every sector of the German society. In a brief but telling note of the ramifications of racism in the then German society, John K.Roth who has edited International Encyclopedia of Ethics writes: Government and church personnel provided birth records to document who was Jewish and who was not. University administrators curtailed admission for Jewish students and dismissed Jewish faculty members. Bureaucrats in the Finance Ministry confiscated Jewish wealth and property. Postal officials delivered mail about definition and expropriation, denaturalization and deportation. Driven by their biomedical vision, physicians were mong the first to experiment with the gassing of 'lives unmorthy of life'. Business executives found that the Nazi concentration camps could provide cheap labour; they worked people to death, turning the Nazi motto. Stockholders made profits from firms that supplied Zyklon B to gas people and from companies that built crematoria to bury the corpses(388). Thus the name and nature of Holocaust created a cataclysmic shift and displacement of sensibility that seldom occurred in the history of mankind, let alone in art and literature. One of the most vivid descriptions of this scenario comes from George Steiner. "(The Germa

Hostility and Aggression Essay Example for Free

Hostility and Aggression Essay Examine how Miller presents the themes of Manliness, Hostility and Aggression in A View from the bridge A View from the Bridge, contains many references to manliness, aggression and hostility. Often, these feelings link together. A chief cause of these feelings is Eddie, a man keen on the idea of manliness and who in some ways, feels deprived of love. An example of this is the relationship Eddie has with Beatrice, his wife, and the numerous amounts of conflicts that are present amongst them. It is also shown in the way that Eddie constantly laments over the relationship between his niece, Catherine and her lover, Rodolpho. Before Rodolpho came to Eddie and Catherines household, Eddie and Catherine had a very close relationship. The stage directions frequently let us in on the way that they acted together, physically. Catherine, taking his arm, and walking him to the armchair. Both of these instances portray a rather touchy and sensitive connection between the both of them. Eddie has a very narrow view of what he considers manliness. He may never have said it but his actions showed that he feels manliness consists of knowing ones boundaries and protecting ones territory, a territory in which other men are regarded as hostile intruders if they attempt to enter. We see that Eddie believes that Rodolpho does not conform to this image of masculinity as Eddie says of him, The guy aint right and the guy is no good. Eddie is clearly unhappy with the close relationship developing between Rodolpho and Catherine. He accuses Rodolpho of being effeminate, meaning that he acts more like a woman than a real man, by suspecting that his blond hair is not natural and that his singing at work makes him more like a chorus girl. We can say that, because he is intellectually limited, he acts by instinct and prejudice. He is quite amusing in his attempt to explain and justify his suspicions of Rodolpho, protesting that he has fair hair, a high singing voice, and a taste for feminine occupations such as cooking and dress-making. It is all summed up in the conviction that Rodolpho is gay and therefore not a suitable husband for Catherine. Eddie is feels most comfortable on a physical level, a big, strong, impulsive man. He has a primitive mans view of the purposes of which marriage was ordained and cannot believe that the United States law would allow a young girl to be married to someone who is not right. It is then that he seeks help from Alfieri, a lawyer. Eddie tries to force Alfieri to give him is kind of justice. He believes that Rodolpho is going to marry Catherine in order to make him a legal immigrant and thinks that this is unjust and that the law should be capable of making a case against Rodolpho. Alfieri is a very rational and unemotional as he informs Eddie that no law has been broken. Perhaps the real injustice that Eddie feels is that Rodolpho, an effeminate, weird man is taking Catherine from Eddie, a robust, muscular man. We can relate this to the present idea of a man being hit by a girl. When such an incident occurs men feel, discouraged, weak and powerless the complete opposite of a man, who feels confident in his masculinity as women are always looked down upon. Maybe in this instance, Eddie feels that Rodolpho, a girl, is taking Catherine away from him and conceivably he feels that this is unjust as women should not be more dominative than the men. This has an effect on his confidence and faith in himself, making him weaker as he is not in the more controlling and dictator position. Another example of this is when his own masculinity is called into question when Beatrice asks him When am I going to be a wife again? . Later in the play, when he trying to regain his control he tells Beatrice that she must never ask questions like this again. Eddie is most hostile and aggressive towards Rodolpho. He sees their relationship as thought they are two enemies, fighting over Catherine. An example of this is when Catherine and Rodolpho return from the cinema and Beatrice jokes that Eddie is jealous of Rodolpho. Eddie, shocked by this idea, speaks to Catherine alone to ask her about her feelings for Rodolpho. This turns out to be a confirmation of Eddies thoughts and is probably when the real conflict between Eddie and Rodolpho begun as Eddie finally realized that Rodolpho is in love with Catherine. Another form of aggression is when Eddie teaches Rodolpho how to box. This is an opportunity for Eddie to prove his masculinity to everybody, compared to that of Rodolphos and is also a way of taking out his anger on the one person he hates most. This is also an example of controlled hostility but this then develops into an unpleasant form of hostility, at the beginning of Act II when Eddie kisses Catherine and Rodolpho. Therefore Miller has structured this well as whenever Eddie is calm and friendly, the atmosphere is likewise. When he is tense and hostile the atmosphere is uncomfortable between everyone. Miller also moves the action and the themes of the play until he reaches the final scene. At the end of the play, we see Marco, unexpectedly, release his emotions towards Eddie. Marco is seen as the stronger of the two brothers and has a strong sense of responsibility to his wife and family. Marcos intention to punish Eddie was not a selfish one, he feels that it is his duty to do so and his wisdom of morality is very clear. We are not certain that Marco would have killed Eddie if Eddie had not pulled the knife out, but having said that, Miller did not allow Marco to feel any sorrow or regret for the death of Eddie. Generally speaking, Eddie is a man who feels uncomfortable when the boundaries of his manliness are threatened. Before the cousins arrived from Italy, Eddie had no threat towards him in his household; both Beatrice and Catherines lives revolved around his he liked it this way because he would have complete control over them. However, the arrival of Marco and Rodolpho changed their usual routine and suddenly Eddie felt as though his possessions i. e. Catherine, were at stake.

Motivation Essay -- Motivation Leadership Management

What is Motivation? Motivation is the force that makes us do things: this is a result of our individual needs being satisfied (or met) so that we have inspiration to complete the task. These needs vary from person to person as everybody has their individual needs to motivate themselves. Depending on how motivated we are, it may further determine the effort we put into our work and therefore increase the standard of the output. When we suggest factors (or needs) that determine the motivation of employees in the workplace, almost everyone would immediately think of a high salary. This answer is correct for the reason that some employees will be motivated by money, but mostly wrong for the reason that it does not satisfy others (to a lasting degree). This supports the statement that human motivation is a personal characteristic, and not a one fits all option. The Importance of Motivation Motivation can have an effect on the output of your business and concerns both quantity and quality. See it this way: your business relies heavily on the efficiency of your production staff to make sure that products are manufactured in numbers that meet demand for the week. If these employees lack the motivation to produce completed products to meet the demand, then you face a problem leading to disastrous consequences. The number of scenarios is extreme but you get the general picture. Your employees are your greatest asset and no matter how efficient your technology and equipment may be, it is no match for the effectiveness and efficiency of your staff. Motivational Theory: Herzberg's Two Factor Theory Motivation has been studied for many years stretching beyond the 19th century. As a result, a number of theo... ...hough frequently used, the least effective method of motivating a worker is with a negative consequence, such as a verbal dressing-down, suspension, or the loss of the job. Punishment may achieve immediate results, but it does not accomplish internal motivation for several reasons. First, adults are not inclined to remain in employment where they are threatened and intimidated. Second, workers who are backed by a strong union may dissolve the threat with a higher level of authority. Third, scares and intimidation can create animosity toward a superior and employees may respond with hostility and subversion. Another problem with the fear strategy is that it creates a punitive climate in which individuals are afraid of being different from or of offending others. This particular situation has a tendency to diminish creativity and lead to intellectual stagnation.

Why Pakistani People Have Lost a Sense of Nationality

Identity may be defined as a distinctive characteristic of an individual or a particular group of individuals. For one’s survival in this world it is very crucial to maintain his identity. If we expand the criterion of ‘identity’ to national level it is of utmost importance because it is nation’s identity which distinguishes its people from the rest of the world. The importance of national Identity can be better analyzed by the fact that it is the base of all the policies, i. e. domestic and foreign policy and hence the social. economic cultural and ethical development of any country partly depends upon its national identity. In other words actions of a nation are determined by its identity. As far as Pakistan’s identity is concerned, it may be divided into three phases, i. e. pre-partition, post partition and present day. The term ‘identity crisis’ is used to denote a particular situation where by an individual, group of individuals or a nation faces conflicts regarding its identity. These conflicts occur when one’s ideological basis and prevailing circumstances contradict in such a way that the prevailing circumstances dominate the ideological basis. . With reference to Pakistan the history of ‘identity crisis’ have its roots in the late Mughal dynasty. The comfort-loving attitude of the rulers, bloodsheds for the throne, abandoned faith, mismanagement of domestic economic and political matters, absence of updated foreign developments and other moral, ethical and social weaknesses were the major forces which contributed in the identity crisis of the Muslims of South Asia. In pre partition era where by Muslims of south Asia have lost their regime and British rule tighten the span of their social , cultural and political life. Actually they lost their rule just because of the ‘lost identity’. After a half century of submissive life they began to find the ‘lost identity’ and they succeeded. The second phase of identity crisis began very after the inception of Pakistan. The Shia/Sunni crisis at the time of partition was the first of all. But luckily at that time, the crisis was pragmatically resolved by Quaid-e-Azam, so it was buried in a hatchet at that time but later on it burst up from different grounds. The second case of identity crisis in the chronology is the crisis of East and West Pakistan. At the time of inception, Pakistan inherited East and West Pakistan with one and four provinces respectively. Population of East Pakistan alone was more than that of the total population of the four provinces of West Pakistan. The seeds of identity crisis were sown with the ‘language controversy’, where by Urdu was declared as the national language of Pakistan while Urdu was the influencing language only in West Pakistan. This language controversy and some other strategies which lead to the deprived feelings among the natives of East Pakistan and the ultimate consequence was an identity crisis in the form of separation of East Pakistan in 1971. Not only the separation of East Pakistan but, a variety of identity crisis cases stood in the post partition era. The list contains delayed constitutional development, unstable political conditions (due to personal likes and dislikes and lust of power), Social injustice and negative image of Pakistan on international screen. Constitution is the base of any new born state but in case of Pakistan this base couldn’t be established even after about a decade of the inception of Pakistan. So when there was no base for people, the process of identity development started very late. Latterly the termination of 1956’s and 1962’s constitutions fulfilled the remaining part of delayed identity development. All these factors further participated in corruption, national disharmony, rigid attitudes, misconceptions about the religion (partly the role played by ‘mullas’), blind practices on unnecessary customs and a list of moral dilemmas. The identity crisis after the partition threw Pakistan in an ignominious status both at domestic and at international arena. Domestically we couldn’t achieve the social status which we’ve dreamt during the Pakistan movement. Economically we stood at the back end of the global economic stage. And above all we were entitled as a ‘terrorist state’ due to some mismanaged and scattered groups. Even some of them really didn’t have the basic knowledge of their ideological agenda. In present day Pakistan, the situation is more hazardous than that of one discussed in the previous phase. Today’s identity crisis is ‘giant’ in nature aiming to nip our ideology form the bud. Now with changing global environment and with the changing role of Pakistan at international level, the nature of identity crisis has become more complex. The present day crisis may be classified as political, social religious and economic identity crisis. The social and religious crisis work in collaboration. On the religious part, the extremist group has developed misconceptions about the religion. On the other hand the society is facing the ‘cultural war’ through different media. In such a situation the nation, preferably the youth has contradictions with religious implications which is making them unaware of their ideological basis. In the second step the attractive evil (the weapon of cultural war) is becoming dominant. So the nation’s ideological basis is being deployed by the prevailing circumstances, creating identity crisis. In this case we can’t blame the young mind (as he’s not getting the proper guideline and he has not been trained in such a way that he can find the roots the purpose of his existence, secondly the so called knowledge of religion he gets is not authentic). The second type of present day identity crisis in Pakistan is political in nature. In fact our political system has always been ruled by reigns in hands of few influencing groups. No such political platforms were built for the coming generations, to ensure their participation in national or international affairs. It is very necessary to train the youth for the participation in national affairs because they are the people who have to run the country in the future. Unluckily our youth didn’t get any such training at any stage of our 59 years history. The ultimate result was that, the administrators belonged to a specific group, making others so annoyed that others even don’t care to have a look at the mismanagement. This imbalance in the political infrastructure restricted the educated youth to participate in the national policies and ultimately the process of policy making enjoyed the influence of un-educated and narrow minded policy makers, who couldn’t devise the identity goals of the nation till yet. At international political arena we are still facing the vicious circle of ‘terrorism’. Even our government ensured Pakistan’s contribution in the ‘war against terrorism’, but being an Islamic state we become the suspect of any international terrorist act. Here the policy of state is ambiguous, which aims to satisfy the western world but the integration of Muslim world is not to be seen any where. In my opinion we don’t know that where we are standing right now, where we have to go and where we are going? On the part of economy, no doubt our economy grew with in last half decade but only at macro level. The poor is still standing on the place where he was a decade ago. Increasing Unemployment, inflation, and poverty etc are not only contributing in social imbalances but because of these factors, a common man is not able to find the basis of his identity. The identity of a nation is its image, and our image today is ‘a tree whose roots have been cut’. This situation is actually showing our lost identity. We have become much concerned about our outer look but we have forgotten the basis on which we have to develop our inner self. If this process keeps on going with the same velocity, the time is not far when the existence of our identity will vanish. It is very crucial to have a breach of the peace against identity crisis. In this regard the most important step is identity education. The identity education should be provided at educational institutions as well as in temporarily organized seminars (seminars should be accessible for general public). Identity education will not work till we present a difference between different cultures. Media censorship should also be there in order to lessen the possible damages of cultural war. Media should also spread the knowledge of values among the common men. And last but not least we all should play our part to improve our religious image at international level. In this connection we can spread the true essence of our religion which is peace.